Please bring... ...your book, a #2 pencil, and a snack/refreshment if you like:]We will be going over some highlights of the chapters read while we were working on our committees, taking the SET (student evaluationf teaching), filliing out a library survey, and returning the Policy Presentation evaluations.Thanks to all for the very informative presentations!See you in class...Prof B
Tuesday 20 April 10-
1. OPEN HOUSE for School of Education on Monday 19 April 10 from 11:00 a.m.-4:30 p.m. in Atrium 2 at the Memorial Union (a schedule will be posted on an easel by the door. Get your School of Education process questions answered!
2. Please be reminded we have a Chapter 8 QUIZ DUE before class on Thursday 22 April 10.
3. Chairpersons/members:
a. The evening before, be sure to send one email with the Outline, Works Cited, and PowerPoint SAVED AS WORD 2000.
b. Day of presentation- Bring hard copies as delineated on page 2 of theSpring 10 Group Public Policy Project handout.doc. c. Day of presentation- Attach your PowerPoint to an email in your account so you can access it from LL12.
d. To cover all possible glitches, bring it on a flash drive just in case the server is down! 4. Lastly, Professor Niedbala has posted (see Library Resources above) some excellent tips for refining your search for Academic Search Complete and Education Full Text.
Tuesday 13 April 10-
1. Quiz due today--check syllabus above for assignments.
2. Chairpersons- coordinate meeting time outside of class.
3. All members- research, read, and take notes. It is important you are an informed contributor to the individual committee discussions and outline development.
Thursday8 April10-
1. Two quizzes remaining--suggest you submit them ahead of time as some are losing track (and credit for the quiz!). Check due dates on syllabus link above.
2. Revision for Context Statement is due Thursday 8 April 10--no extensions. Be sure to highlight the revision suggestions you will address on your rubric and boldface all revised text. Keep in mind that each point on the 40 point scale equals one point on your final average. Submit highlighted rubric and revised copy only.
3. School Policy Committees- Committees are encouraged to meet in the Curriculum Materials Library--there are plenty of tables and Professor Niedbala and/or her teaching assistant are available to help you access the required research. Please work on Committee mind map and questions for research. Professor Bedell is in the office (612 Chafee) before class on Tuesdays-Thursdays and will be checking her email frequently (communication for this Policy is from Chairpersons only).The pace should return to normal on Thursday, and we will provide time to field questions.
4. Again, please arrive before 2 p.m. as class will begin promptly.
Tuesday 6 April 10-
1. Chapter 6 QUIZ due (attend to the syllabus--two more quizzes to go!)
2. REQUIRED reading- Before class, please read the entire Spring 10 Group Public Policy Project handout.doc-->go to our wiki Bedell homepage-->Policy Presentation-->Spring 10 Group Public Policy Project handout.doc.
We will not have time to go over this document. Class will proceed with the assumption you are well acquainted with this instruction.
3. CLASS IS IN THE LIBRARY! We are scheduled to meet in the library (LL12).
4. PLEASE ARRIVE AS SOON AS IS POSSIBLE: It would be greatly appreciated if you arrive to the library early as we have a packed lesson due to the lost flood days last week.
5. Context Statements will be returned. Revisions are optional and due this Thursday 8 April 10. Revision process will be explained in class.
Thanks to all. Hang in there--only a month to go!
Tuesday 30 March 10- 1. Welcome back from spring break! 2. Note! We are scheduled to meet in Chafee 104 on Tuesday 30 March 10. Since room 104 has tables, we will begin the process for your Policy Presentations: Committees will be assigned, meet, and organize for next week.
3. Quizzes/ssignments due as stated on our syllabus.
Tuesday 16 March 10-
1. IMPORTANT NOTE! -->Class is moved to room 452 in the Bio-Tech building next to Chafee! 3. See #3 below!Your grade will not be recorded without filing an electronic copy.
Thursday 11 March 10- 1. Quizzes are back! Please be reminded your Chapter 10 quiz is due Thursday of this week:]
2. Also due are three entriesfrom Chapter 10for reading Habit 4, "Determining Importance."
3. *Context Statement grade recording notice:
Due 11 March--> YOUR GRADE WILL NOT BE RECORDED UNTIL YOU SEND AN ELECTRONIC COPY OF YOUR FINAL DRAFT-->must be "saved as" a Word 2000 .doc (or as a pdf file for Macs). TYPE IN THE SUBJECT LINE: "Last name, First name Context Statement Sp 10" and send to francescabedell@cox.net.
Thursday 4 March 10- 1. Final Draft of Context Statement due: Submit with the following
The Edit/revision Checklistsfor parts 1 and 2
The peer revision sheet
Your first complete draft with the margin comments from your peer editor
The final revised draft
2. Read Chapter 9 and make 3 entries for Reading Habit 4, "Determining Importance," and bring your book. No quiz this week :]
Tuesday 2 March 10- 1.*Due date:
"Hard copy of the complete report is to be submitted during class on date of the first revision/edit ...[tomorrow 3-2-10]. There will be a deduction of 10% for each school day following that date. No email submissions. Papers will not be accepted more that three days after the due date and an F will be recorded." 2.*Please refer to the "Context Statement" link above Wiki for more complete information. 3. This of course must be MLA formatted with a complete Works Cited page. 4. Feel free to contact me if your have any concerns or questions.
Tuesday 23 Feb 10-
HELP??? WHAT EXACTLY ARE WE SUPPOSED TO WRITE?--> a number of students affirm the communication below was helpful:
Under Library Resources read both the "Sample Narratives" and also check the "Context Statement examples" as these documents will demonstrate how to include the data in your narrative and writer's voice.
You can choose the information/data you believe allows the best representation of your district (part 2); however, you should address each CATEGORY, and you should also address how your district compares with an urban district (Providence), a fairly wealthy, mostly white community (East Greenwich), as well as the
state averages.
You can ask yourself:
How does the state rate the performance in your assigned district's schools?
Are there any patterns (scores going up? down?) over the three years?
Do you see any connection with the information from Chapter 2 regarding diversity or Chapter 3 regarding sociological indicators?
Did I learn anything more from checking out my assigned district's website (use your browser)?
Too much data can be an overload, but you need enough to cover your analyses and reflections. Your synthesis of the book information (Chapter 2 "Diversity" indicators and Chapter 3 "Sociological" indicators) with the data across all three parts of this report is the goal!
Keep in mind the focus of the paper will be the school you choose for part 3 of this report. Your description of the community (part 1) and district (part 2) puts that school's performance into the "context" of its community and its district; thus we call this a "Context" Statement!
Lastly, for now, focus on the last section of the rubric entitled "Content." You can find it on our wiki Bedell home page under the link called Context Statement-->scroll down for the rubric!
Don't worry, there is plenty of time for revision built into the process--this is only your first draft and counts only as a homework!
You are encouraged to dedicate a good portion of your time to this report as it counts for 40% of the EDC 102 final grade.
P.S. Your first draft of the school section (part 3) of this report is not due until Thursday 25 Feb 10; however, your Chapter 4 quiz is due before class on Tues. 23 Feb 10!
Feel free to communicate via email with Professor Bedell as questions arise (francescabedell@cox.net).
Thursday 18 Feb 10 and Tuesday 16 Feb 10- 1. Before you write, read entire instruction Context Statement (above) 2. Before you write, check your understanding of all "Examples of Statements" in Library Resources (above).Pay particular attention to the"Sample Narrative including writer's voice." 3. Maximun length of Context Statement is 10 pages (excluding tables, appendices, Works Cited). 4. Part 1 "Community" need only run about two pages; more extended analyses will go in the "district" section and more importantly the "school" section.Don't forget to use your browser to find the town/city website to learn more about your assigned community! 5. Check Syllabus (above) for all assignments due, including some quizzes, over the course of writing this report. You can takes quizzes ahead of time! Your Chapter 4 quiz is due Tuesday 23 Feb 10.
6. Check your URI email account for occasional messages from instructor--thank you. 7. CRITICAL: For part 2 "District"(and the other parts as well),look over Chapters 2 and 3 and offer analysis relative to Diversity (dominant culture, acculturation, assimilation, socioeconomic status, race, ethnicity, language, gender. sexual orientation, exceptionalities) and to Sociological factors (rural, suburban, urban, homelessness, abuse, bullying/harassment, sexuality, teen pregnancy, dropout rates, substance use, violence, family income, ethnocentrism, prejudice, discrimination, racism, sexism, ableism, etc.)
Thursday 11 Feb 10- 1. Context Statement- check your URI email account for specific instructions for this class.
2. We are scheduled to meet in the library lobby.
3. You may want to peruse the links above for the Context Statement, and, importantly, the Library Resources. A hard copy for part 1 will be available in class.
4. If classes are canceled due to the storm, please check your URI email and this wikispace.
Thursday 4 Feb 10-
1. Reminders- (typed licensure/certification process due):
a. Use your browser to locate the Department of Education for your state and look for either "certification" or "licensure."
b. Cite sources. Use accepted citation format. You can check format at http:www.bibme.org. c. Describe processbeyond initial level. How does a teacher maintain his certification over a lifetime career?
d. Use your own words; identify and label each step.
2. Always check the course syllabus for quiz/assignment due dates.
Tuesday 2 Feb 10- 1. Are you here? on our Wikispace?
2. Reading Habit #3 "Asking Questions," 3 entries required for today's text reading.
3. Other assignments/quizzes due--be sure to check syllabus (link above).
Thursday 28 Jan 10-
1. Bring text to class.
2. Check syllabus (link above).
Tuesday 26 January 10-
1. Check your URI email for an invitation and join our uriteacherknowledge wikispace. Be sure to look for the "uriteacherknowledge" wikispace--YOU WILL NOT FIND US IF YOU CREATE OR JOIN ANY OTHER WIKISPACE.
2. Find online quizzes/practice tests--instruction on page 3 of syllabus.
3. Always checkboth// our wikispace for class reminders and syllabus for assignment details!
Welcome to EDC 102 Spring 2010
Tuesday-Thursday 2 p.m.-3:15 p.m.
102 Bedell HomeRoom 251 Chafee
*BE SURE TO CHECK THE CORRECT DATE BELOW!
From Sidebar:
...Syllabus ...Context Statement ...Library Resources ...Policy Presentation
Thursday 29 April 10-
Please bring...
...your book, a #2 pencil, and a snack/refreshment if you like:] We will be going over some highlights of the chapters read while we were working on our committees, taking the SET (student evaluationf teaching), filliing out a library survey, and returning the Policy Presentation evaluations. Thanks to all for the very informative presentations! See you in class...Prof B
Tuesday 20 April 10-
1. OPEN HOUSE for School of Education on Monday 19 April 10 from 11:00 a.m.-4:30 p.m. in Atrium 2 at the Memorial Union (a schedule will be posted on an easel by the door. Get your School of Education process questions answered!
2. Please be reminded we have a Chapter 8 QUIZ DUE before class on Thursday 22 April 10.
3. Chairpersons/members:
a. The evening before, be sure to send one email with the Outline, Works Cited, and PowerPoint SAVED AS WORD 2000.
b. Day of presentation- Bring hard copies as delineated on page 2 of the Spring 10 Group Public Policy Project handout.doc.
c. Day of presentation- Attach your PowerPoint to an email in your account so you can access it from LL12.
d. To cover all possible glitches, bring it on a flash drive just in case the server is down!
4. Lastly, Professor Niedbala has posted (see Library Resources above) some excellent tips for refining your search for Academic Search Complete and Education Full Text.
Tuesday 13 April 10-
1. Quiz due today--check syllabus above for assignments.
2. Chairpersons- coordinate meeting time outside of class.
3. All members- research, read, and take notes. It is important you are an informed contributor to the individual committee discussions and outline development.
Thursday 8 April10-
1. Two quizzes remaining--suggest you submit them ahead of time as some are losing track (and credit for the quiz!). Check due dates on syllabus link above.
2. Revision for Context Statement is due Thursday 8 April 10--no extensions. Be sure to highlight the revision suggestions you will address on your rubric and boldface all revised text. Keep in mind that each point on the 40 point scale equals one point on your final average. Submit highlighted rubric and revised copy only.
3. School Policy Committees- Committees are encouraged to meet in the Curriculum Materials Library--there are plenty of tables and Professor Niedbala and/or her teaching assistant are available to help you access the required research. Please work on Committee mind map and questions for research. Professor Bedell is in the office (612 Chafee) before class on Tuesdays-Thursdays and will be checking her email frequently (communication for this Policy is from Chairpersons only). The pace should return to normal on Thursday, and we will provide time to field questions.
4. Again, please arrive before 2 p.m. as class will begin promptly.
Tuesday 6 April 10-
1. Chapter 6 QUIZ due (attend to the syllabus--two more quizzes to go!)
2. REQUIRED reading- Before class, please read the entire Spring 10 Group Public Policy Project handout.doc-->go to our wiki Bedell homepage-->Policy Presentation-->Spring 10 Group Public Policy Project handout.doc.
We will not have time to go over this document. Class will proceed with the assumption you are well acquainted with this instruction.
3. CLASS IS IN THE LIBRARY! We are scheduled to meet in the library (LL12).
4. PLEASE ARRIVE AS SOON AS IS POSSIBLE: It would be greatly appreciated if you arrive to the library early as we have a packed lesson due to the lost flood days last week.
5. Context Statements will be returned. Revisions are optional and due this Thursday 8 April 10. Revision process will be explained in class.
Thanks to all. Hang in there--only a month to go!
Tuesday 30 March 10-
1. Welcome back from spring break!
2. Note! We are scheduled to meet in Chafee 104 on Tuesday 30 March 10. Since room 104 has tables, we will begin the process for your Policy Presentations: Committees will be assigned, meet, and organize for next week.
3. Quizzes/ssignments due as stated on our syllabus.
Tuesday 16 March 10-
1. IMPORTANT NOTE! -->Class is moved to room 452 in the Bio-Tech building next to Chafee!
3. See #3 below! Your grade will not be recorded without filing an electronic copy.
Thursday 11 March 10-
1. Quizzes are back! Please be reminded your Chapter 10 quiz is due Thursday of this week:]
2. Also due are three entries from Chapter 10 for reading Habit 4, "Determining Importance."
3. *Context Statement grade recording notice:
Due 11 March--> YOUR GRADE WILL NOT BE RECORDED UNTIL YOU SEND AN ELECTRONIC COPY OF YOUR FINAL DRAFT-->must be "saved as" a Word 2000 .doc (or as a pdf file for Macs). TYPE IN THE SUBJECT LINE: "Last name, First name Context Statement Sp 10" and send to francescabedell@cox.net.
Thursday 4 March 10-
1. Final Draft of Context Statement due: Submit with the following
- The Edit/revision Checklists for parts 1 and 2
- The peer revision sheet
- Your first complete draft with the margin comments from your peer editor
- The final revised draft
2. Read Chapter 9 and make 3 entries for Reading Habit 4, "Determining Importance," and bring your book. No quiz this week :]Tuesday 2 March 10-
1. *Due date:
"Hard copy of the complete report is to be submitted during class on date of the first revision/edit ...[tomorrow 3-2-10]. There will be a deduction of 10% for each school day following that date. No email submissions. Papers will not be accepted more that three days after the due date and an F will be recorded."
2. *Please refer to the "Context Statement" link above Wiki for more complete information.
3. This of course must be MLA formatted with a complete Works Cited page.
4. Feel free to contact me if your have any concerns or questions.
Tuesday 23 Feb 10-
HELP??? WHAT EXACTLY ARE WE SUPPOSED TO WRITE?--> a number of students affirm the communication below was helpful:
Under Library Resources read both the "Sample Narratives" and also check the "Context Statement examples" as these documents will demonstrate how to include the data in your narrative and writer's voice.
You can choose the information/data you believe allows the best representation of your district (part 2); however, you should address each CATEGORY, and you should also address how your district compares with an urban district (Providence), a fairly wealthy, mostly white community (East Greenwich), as well as the
state averages.
You can ask yourself:
Too much data can be an overload, but you need enough to cover your analyses and reflections. Your synthesis of the book information (Chapter 2 "Diversity" indicators and Chapter 3 "Sociological" indicators) with the data across all three parts of this report is the goal!
Keep in mind the focus of the paper will be the school you choose for part 3 of this report. Your description of the community (part 1) and district (part 2) puts that school's performance into the "context" of its community and its district; thus we call this a "Context" Statement!
Lastly, for now, focus on the last section of the rubric entitled "Content." You can find it on our wiki Bedell home page under the link called Context Statement-->scroll down for the rubric!
Don't worry, there is plenty of time for revision built into the process--this is only your first draft and counts only as a homework!
You are encouraged to dedicate a good portion of your time to this report as it counts for 40% of the EDC 102 final grade.
P.S. Your first draft of the school section (part 3) of this report is not due until Thursday 25 Feb 10; however, your Chapter 4 quiz is due before class on Tues. 23 Feb 10!
Feel free to communicate via email with Professor Bedell as questions arise (francescabedell@cox.net).
Thursday 18 Feb 10 and Tuesday 16 Feb 10-
1. Before you write, read entire instruction Context Statement (above)
2. Before you write, check your understanding of all "Examples of Statements" in Library Resources (above). Pay particular attention to the"Sample Narrative including writer's voice."
3. Maximun length of Context Statement is 10 pages (excluding tables, appendices, Works Cited).
4. Part 1 "Community" need only run about two pages; more extended analyses will go in the "district" section and more importantly the "school" section. Don't forget to use your browser to find the town/city website to learn more about your assigned community!
5. Check Syllabus (above) for all assignments due, including some quizzes, over the course of writing this report. You can takes quizzes ahead of time! Your Chapter 4 quiz is due Tuesday 23 Feb 10.
6. Check your URI email account for occasional messages from instructor--thank you.
7. CRITICAL: For part 2 "District" (and the other parts as well), look over Chapters 2 and 3 and offer analysis relative to Diversity (dominant culture, acculturation, assimilation, socioeconomic status, race, ethnicity, language, gender. sexual orientation, exceptionalities) and to Sociological factors (rural, suburban, urban, homelessness, abuse, bullying/harassment, sexuality, teen pregnancy, dropout rates, substance use, violence, family income, ethnocentrism, prejudice, discrimination, racism, sexism, ableism, etc.)
Thursday 11 Feb 10-
1. Context Statement- check your URI email account for specific instructions for this class.
2. We are scheduled to meet in the library lobby.
3. You may want to peruse the links above for the Context Statement, and, importantly, the Library Resources. A hard copy for part 1 will be available in class.
4. If classes are canceled due to the storm, please check your URI email and this wikispace.
Thursday 4 Feb 10-
1. Reminders- (typed licensure/certification process due):
a. Use your browser to locate the Department of Education for your state and look for either "certification" or "licensure."
b. Cite sources. Use accepted citation format. You can check format at http:www.bibme.org.
c. Describe process beyond initial level. How does a teacher maintain his certification over a lifetime career?
d. Use your own words; identify and label each step.
2. Always check the course syllabus for quiz/assignment due dates.
Tuesday 2 Feb 10-
1. Are you here? on our Wikispace?
2. Reading Habit #3 "Asking Questions," 3 entries required for today's text reading.
3. Other assignments/quizzes due--be sure to check syllabus (link above).
Thursday 28 Jan 10-
1. Bring text to class.
2. Check syllabus (link above).
Tuesday 26 January 10-
1. Check your URI email for an invitation and join our uriteacherknowledge wikispace. Be sure to look for the "uriteacherknowledge" wikispace--YOU WILL NOT FIND US IF YOU CREATE OR JOIN ANY OTHER WIKISPACE.
2. Find online quizzes/practice tests--instruction on page 3 of syllabus.
3. Always check both// our wikispace for class reminders and syllabus for assignment details!
Welcome all!